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Introduction

This essay will be looking at the provision for sex education for primary age children in a primary school that I had a placement with.

I observed the eleven and twelve year old in their lessons as they were being tought health education which includes sexual health.

In this essay I will be discussing the history of sex education and the schools policy on how to approach this subject and teach it in their school. I will be discussing the role of school nurses or the wider team in providing sex education and general health promotion in schools.




I will also attempt to look at the parental responsibility and the effect on the children and the wider community.

Some history

Some extensive information was published by schofield in 165 about sexual behaviour of young people in that particular year. 11% of boys and 6% of girls age 15-17 had experienced sex during 1 months prior to interview.

By the mid seventies overall 60% of young people were sexually active by the last year of their teens. In 181, the rates of new cases of gonorrhia in boys age 14-15 and girls age 1-15 had reverted to levels last seen in the late sixties. Pregnancy in school age girls continues to be a major problem. In 11 there were 181 live births to mothers still attending school. Apart from problems that babies with low maternal age may have, the teenagers also experience exclusion from their peers and the community. Since Schofield did his studies in 165/70s the total pregnancy rate for under16s has not fallen and the abortion rates for the 16-5s continues to rise.

Political views/legislation covering sex education

The government policy throughout all the different changes of parties has remained that sex education in all primary schools should comply with the 1 Education Act which requires governors of all maintained schools to consider the provision of sex education on the curriculum. Other government parties over the years make attempts to modify the education act from time to time but not have been successful yet. The latest one was made by the liberal democrats was reported in the daily mail on 5/0/0. The report sad that the party plans to approve lessons about transsexuals and sexually transmitted deceases. Their view is that compulsory sex education at primary schools will cut unplanned pregnancies and diseases and help fight child sex abuse. The motion also called for the introduction of compulsory sex and relationship education from key stage two, increasing in depth and scope as young people progress through the education system, this includes information on health and the availability of contraception at appropriate stages. The main aim of this motion is therefore for schools to provide broad overarching education on relationships including transgender issues and non-judgemental information on contraception and sexual orientation. (section 8).

Section 8 being the most controversial part of the motion . Attempts by other parties to repeal section 8 has been refused by parliament

Placement school policy

Sex education at is taught as part of the P.S.H.E programme. It will be developmental and a foundation for further work in secondary school. It is aiming to be

relevant to all young people

respectful of the cultural and religious identities of the individual

understanding and accepting of diversity

The sex education programme will reflect the school ethos and demonstrate and ecourage the following values

respect for self

respect for others

responsibility for their own action

responsibility for their family, friends, school and wider community.

The programme is in place to provide information that is easy to understand, relevant and appropriate to the age and maturity of the pupils. It will include the develepment of communication and social skills, encourage the exploration and clarification of values and attitudes. Significant aspects of sex education remain part of the N.C for science. These must be taught to all pupil and parents cannot withdraw pupils from such lessons.

At the primary stage, the aim sex education should be to prepare pupils to cope with the physical and emotional challenges of growing up, and to give them an elementary understanding of human reproduction.

The following guidelines are taken from ‘Curriculum Guidance 5 Health Education’

AT KEY STAGE 1

Pupils should

-know that humans develop at different rates and that human babies have special needs;

-be able to name the parts of the body including the reproductive system and the concept of male and female;

-know about personal safety, for example, know that individuals have rights over their own bodies and that there are differences between good touches and bad touches, stat to develop basic skills and practices which will hlp maintain personal safety;

-appreciate ways in which people learn to live and work together, listenening, discussing, sharing;

-should know there are different types of families and be able to describe the roles of individuals within the family;

-understand the importance of valueing oneself and others;

-begin to recognise the range of human emothions and ways to deal with these.

AT KEY STAGE

Pupils should

-begin to know about and have some understanding of the physical, emotional and social changes that take place at puberty;

-know and understand how changes at puberty affect the body in relation to hygiene;

know the basic biology of human reproduction and understand some of the skills necessary for parenting;

know there are different patterns of friendship and be able to talk about friends with important adults;

-know that within any environment there are people with different attitudes, values and beliefs and that these influence people’s relationship with each other and the environment.

ORGANISATION OF SEX EDUCATION

The P.S.H.E co-ordinator will co-ordinate the sex education in co-operation with year co-ordinators. All members of staff are committed to delivering the programme. Single gender groups will be used as deemed appropriate and relevant and various people who can resource and support sex education in school may be invited to contribute such as parents, school nurse, religious or health professionals. Elements of sex education in the science curriculum will be assessed formally and evaluation of the P.S.H.E curriculum is the responsibility of class teachers and guidance from the co-ordinator.

Media representation and parental responsibility/involvment

There are always adverts and pop stars or television personality who market themselves with sexual angle-television shows sex and even some soaps run stories that most parents deem unsuitable for showing before the watershed. The education process involves the wider community, schools and parents. Parental involvement is very important at the school. One way in which they try to involve parents is to invite them to take part in discussions on nutrition, drugs, relationships and sex education. (see appendix a) This is a form that is distributed to all the parents inviting them along, it is an opportunity for the parents to also be aware of what is being taught to their children at school and to contribute their own opinions on how the education providers can improve on the programme and attempt to tailor it to the community which it serves.

The school is committed to working with parents. Under the Education Act 1 pupils can be withdrawn by their parents from part of the sex education that is outside the compulsory elements contained in science. Parents wanting to exercise this right are invited to discuss with the class teacher and co-ordinator their concerns and the possibility of adjusting the programme or approach. Sex education materials will be available to parents to view, or who wish to supplement sex education in school or who wish to deliver sex education to their children at home.

All teachers at the school are acutely aware of religious and cultural sensitivities around the teaching of sex education. Parents of children in year 6 will be informed when sex education concerning human reproduction is being covered. The school education policy is reviewed annually and a report is made to the governors.

The problematic nature of sex education in schools

In 174, an influential document produced by the Scottish education department commented on the marginal status of helath education as follows

Sex education occupies an indeterminate and ambivalent position. It has not yet been accepted as an essential part of the fabric of education. It tends to fall into the no-mans land between the school and the home, or within the school to be everyone’s concern but no-one’s responsibility. (Sed, 174).



The situation since 174 has undoubedly moved much closer to center stage. One of the problems that this school and many other have is that it is accorded to low status, being considered not as important as literacy. Most of the pupils in the schools have parents who are of a different religion to that which we are used to in England so things that we may consider to be ok could be highly offensive to some of the parents. This is why the topic is treated with immense sensitivity by the staff at the school.

On the other hand some of the parents might see sex education as the schools job so get on with it, or that teaching the children could result in doing more harm than good through teaching about certain dangerous topics.

The reality is that childrens education does not develop solely in school. No child comes to his or her sex education empty handed. This education would have begun in the home and subject to countless influences form home, the community and media and peer groups.

The effect on the child





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